The book outlines a framework for teaching
second language pragmatics grounded in
Vygotskian sociocultural psychology. The
framework focuses on the appropriation of
sociopragmatic concepts as psychological tools
that mediate pragmalinguistic choices. Using
multiple sources of metalinguistic and
performance data collected during a six-week
pedagogical enrichment program involving
one-on-one tutoring sessions, the volume
explores both theoretical and practical issues
relevant to teaching second language pragmatics
from a Vygotskian perspective. The book
represents an important contribution to second
language instructional pragmatics research as
well as to second language sociocultural
psychology scholarship. It will be of interest
to all those researching in this field and to
language teachers who will find the pedagogical
recommendations useful.